Professional competence is competence related to the ability to master the knowledge  Teachers' pedagogical competence is the ability to manage learning , which includes planning , implementation and evaluation of learning outcomes of learners  These competencies should be owned by every teacher in order to achieve success in learning and teaching  This study aims to determine the effect of professional competence and pedagogical competence against the performance of Junior High School science teacher in Ternate  The method used in this study is a quantitative correlation method  This study was conducted in 9 Junior High School in Ternate  The samples in this study were taken from 61 science teacher of 72 science teachers using proportional stratified random sampling  The data were then analyzed using simple linear regression  The results of this study concluded that professional  and pedagogical competence give positive effect on the performance of Junior High School science teacher in Ternate  To improve the professional competence and pedagogical competence of  junior high science teacher in Ternate , the efforts that need to be done include : educatiing and training on a regular basis , activatig thr MGMPs (the teachers’ forum) , preparing science textbooks , continuing education , optimizing the supervision of principals , training in the use of various science teaching strategies , using of laboratory science training tool , training of IT -based media design and conducting action research Keywords : pedagogical competence , teacher performance

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Professional Competence , Pedagogical Competence and the Performance of Junior High School of Science Teachers

This study offers an effective approach in determining the needs of training of the teachers using the Training Needs Analysis (TNA). The objectives of the study were to obtain evidence an actual pedagogic competence of the natural sciences teachers, to obtain needs and training priorities, and proposing recommendations on the effectiveness of training method. Surveys, interviews, and FGD were conducted to get primary data. Survey was carried on 165 natural science teachers of SMP Negeri Pekanbaru using self-evaluation questionnaire. Results showed that actual pedagogic competence of the teachers was below the ideal competence. There were five priorities of training program, namely : training of ICT, classroom action research, theory and principles of learning on integrated natural science, curriculum development, and understanding of pupilsâ€™ characteristics. It is suggested that In House Training, specific training, and short courses are worth applied as effective training methods to improve pedagocical competence of the teachers. Â  Â

http://edulearn.intelektual.org/index.php/EduLearn/article/download/216/pdf_39

Pedagogical competence-based Training Needs Analysis for Natural Science Teachers

The purpose of this study is to describe pre-service teacher's learning during lecturing Animal Physiology and investigate it's impact on pre-service teacher's technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn't also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

https://iopscience.iop.org/article/10.1088/1742-6596/895/1/012059/pdf

Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

High order thinking (HOT) -based learning in Early Childhood Education Institution (ECEI) could improve six aspects of preschool-aged children ’s development . The preliminary study revealed that the ECE teachers' knowledge of preschool-aged children was low. This surprising phenomenon was caused by teachers' lack of knowledge and minimum training for improving the teachers' competency. Thus, we conducted a study by holding training on the improvement of teacher's competency in HOT -based learning. The present study involved sixty participants comprising Kindergarten and elementary school teachers in Kota Selong , West Nusa Tenggara Province. The present study was aimed at measuring the effect of teacher's competency development training on the improvement of HOT-based learning activities in Kota Selong, East Lombok Regency . The result of the study indicated that the t-count (8.257) > t-table (7.745), meaning that the teacher's competency improvement training significantly affects the improvement of HOTS on both knowledge and implementation of Kindergarten teachers in Kota Selong.

/pdf/the-effect-of-teacher-competency-training-on-high-order-2r7jytcjjq.pdf

The Effect of Teacher Competency Training on High Order Thinking-Based Learning

This research is a survei that aims to describe the profile of pre-service physics teachers (PPT)' pedagogical and professional competencies. This survei was involved 60 PPT for the sixth semester to eighth semester on the 2015-2016 academic year in the physics education study program at a LPTK in Ternate, Indonesia. Data was collected through teacher competency tests and documentation studies. The results of the data analysis showed that the PPT' pedagogical and professional competencies can be categorized as low with a percentage of 34.0% and 25.8%. The results of this survei are expected to be used as a reference in formulating appropriate actions related to improving the PPT' pedagogical and professional competencies at the research location.

Profil Kompetensi Pedagogik dan Profesional Mahasiswa Calon Guru Fisika

Tujuan penelitian ini adalah untuk mengetahui kompetensi profesional, kompetensi pedagogik ilmu guru, persepsi siswa tentang proses belajar, dan kontribusinya terhadap persiapan pemeriksaan materi subjek ilmu pengetahuan nasional di SMP dan MTs Banjarbaru kota. Sampel penelitian ini adalah salah satu guru IPA dan kelas-nya dari setiap sekolah. Pengumpulan data penelitian ini menggunakan tes dan kuesioner. Analisis data menggunakan regresi dan trace analysis. Hasil penelitian menunjukkan kompetensi profesional rendah dari guru dan persepsi siswa adalah sedang. Ada kontribusi langsung dari kompetensi profesional kepada siswa guru-guru ilmu persepsi tentang proses belajar, besarnya adalah 52,7% sebesar 5% dari tingkat signifikansi 0,576 dengan koefisien trace analysis. Ada kontribusi langsung dari kompetensi profesional kepada siswa guru-guru ilmu hasil belajar, jumlahnya 54,5% sebesar 5% dari tingkat signifikansi 0,504 dengan koefisien analisis jejak. Kompetensi pedagogis memberikan 36,2% menjadi persepsi siswa dan 39,1% menjadi subjek ilmu skor belajar peduli hasil. Persepsi siswa memberikan nilai 39% . Saya sarankan para guru untuk memperdalam pemahaman mereka dalam belajar penguasaan teori, perancah pembelajaran yang inovatif, strategi belajar dalam hal ilmu pengetahuan subjek dan penilaian nilai hasil belajar siswa. Guru diharapkan untuk dapat membimbing siswa untuk melakukan belajar mandiri sehingga dengan demikian dapat mengurangi pengaruh kompetensi guru terhadap skor hasil belajar siswa. The purposes of this study are to know the professional competence, science teachers’ pedagogical competence, student’s perception about learning process, and its contribution to the preparation of science subject matter national examination at SMP and MTs Banjarbaru city. The samples of this study are one science subject matter teacher and his or her class from each school. The data collection of this study employs test and questionnaire. The data analysis use regression and trace analysis. The result of this study shows low professional competence of the teacher and students’ perception is moderate. There are direct contributions of the science teachers’ professional competence to the students’ perception about learning process, the amount is 52.7 % at 5% of the significance level with 0.576 of the trace analysis coefficient. There are direct contributions of the science teachers’ professional competence to the students’ learning result, the amount is 54.5 % at 5% of the significance level with 0.504 of the trace analysis coefficient. Pedagogical competences give 36.2% to the students’ perception and 39.1% to learning science subject matter result score. Students perception give 39% to the science subject matter result score. I suggest the teachers to deepen their understanding in learning theory mastery, scaffolding of innovative learning, learning strategy in science subject matter and assessment of students’ learning result score. The teacher is expected to be able to guide the student to do autonomous learner so thus it can decrease the influence of teacher competence to the students’ learning result score.

Kompetensi profesional, pedagogik guru ipa, persepsi siswa tentang proses pembelajaran, dan kontribusinya terhadap hasil belajar ipa di smp/mts kota banjarbaru

Berdasarkan hasil observasi awal pada mata pelajaran IPA kelas V di SD N Purworejo kegiatan belajar mengajar masih berpusat pada guru, hasil belajar kurang, guru belum memanfaatkan media yang berbasis komputer. Langkah-langkah penelitian dan pengembangan meliputi: tahap pendahuluan, tahap pengembangan dan tahap evaluasi. Hasil penelitian pada tahap pengembangan desain perangkat pembelajaran yang dikembangkan peneliti meliputi silabus, RPP, materi, MPI, alat evaluasi. Instrumen penelitian yang digunakan meliputi soal tes kreativitas, tes hasil belajar dan lembar validasi perangkat. Validasi terhadap perangkat pembelajaran oleh ahli didapat hasil penilaian rata-rata valid, tahap ujicoba terbatas dan tahap ujicoba lebih luas menunjukkan perangkat pembelajaran valid. Pada tahap evaluasi uji ketuntasan diperoleh kesimpulan kedua kelompok mencapai KKM 71%, uji banding menunjukkan hasil pretes kreativitas dan tes hasil belajar kelompok kontrol dan eksperimen tidak berbeda secara signifikan. Posttes hasil belajar diperoleh nilai thitung (4,94)>ttabel (2,33) berarti ada perbedaan signifikan antara hasil belajar kelas eksperimen dan kontrol. Hasil postes kreativitas kedua kelompok terdapat perbedaan yang signifikan dengan thitung(8,53)>ttabel(2,33). Uji peningkatan kreativitas diperoleh thitung(12,01) > ttabel(1,69) yang berarti terjadi peningkatan kreativitas pada kelompok eksperimen. Hasil uji regresi terdapat pengaruh antara kreativitas terhadap hasil belajar siswa sebesar 83,6%. Berdasarkan hasil penelitian diperoleh simpulan produk yang dikembangkan valid dan efektif. Based on observations teaching science in the Purworejo’s elementary teaching-learning proccess is teacher-centered, teachers not take advantage of computer-based media. Measures of research and development include: the preliminary stage, the stage of development and evaluation stages. Results of research on the design development stage researchers developed learning tools include syllabi, lesson plans, materials, MPI, evaluation tools. Research instruments used include creativity test questions, test results of validation study and sheets. Validation of the learning device by expert assessments obtained an average valid, limited testing phase and the testing phase showed greater learning device valid. At this stage of mastery test evaluation concluded criteria both groups reached 71%, the results of pre-test comparisons showed creativity and achievement test control and experimental groups did not differ significantly. Posttes learning outcomes obtained tvalue(4.94)>ttable(2.33) means that there is a significant difference between the results of the experimental and control class learning. Posttest results of creativity both groups there are significant differences with t(8.53)>ttable(2,33). Creativity enhancement obtained ttest(12,01)>ttable(1.69) which means an increase in creativity in the experimental group. Regression results are the effect of creativity on learning outcomes of students at 83.6%. Based on the results obtained valid conclusions products developed and effective.

Pengembangan multimedia pembelajaran interaktif ipa dengan model pembelajaran kooperatif group investigation untuk meningkatkan kreativitas pada siswa kelas 5 sdn purworejo

Tujuan penelitian ini adalah mengimplementasikan model pembelajaran aktif, kreatif, efektif, dan menyenangkan (PAKEM) berbantuan multimedia untuk meningkatkan aktivitas belajar dan hasil belajar siswa pada pembelajaran Pendidikan Agama Buddha kelas XI SMK Pembangunan Ampel. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas yang meliputi empat tahap yaitu perencanaan (plan), pelaksanaan tindakan (action), pengamatan (observation), dan refleksi (reflection). Berdasarkan penelitian ini didapatkan nilai rata-rata pretest sebesar 63,33. Sedangkan nilai rata-rata posttest sebesar 81,50. Rata-rata nilai LKS siklus 1 sampai siklus 2 mengalami peningkatan dari 75,80% menjadi 82,53%. Nilai rata-rata hasil belajar siklus 1 sebesar 64,50 dan siklus 2 menjadi 83,30. Hasil observasi aktivitas belajar siklus 1 sebesar 76% dan siklus 2 menjadi 88%. Siswa SMK Pembangunan Ampel Kelas XI selalu mempraktikan sila. Penelitian ini mendapatkan kesimpulan bahwa implementasi model PAKEM berbantuan multimedia dapat meningkatkan aktivitas dan hasil belajar siswa kelas XI SMK Pembangunan Ampel.

A Tri Widodo

Papers

Kompetensi profesional, pedagogik guru ipa, persepsi siswa tentang proses pembelajaran, dan kontribusinya terhadap hasil belajar ipa di smp/mts kota banjarbaru

Pengembangan multimedia pembelajaran interaktif ipa dengan model pembelajaran kooperatif group investigation untuk meningkatkan kreativitas pada siswa kelas 5 sdn purworejo

Implementasi model pakem berbantuan multimedia untuk meningkatkan aktivitas dan hasil belajar pendidikan agama buddha